A study was made of how role expectations of teachers and adult students affect interaction between the two groups. It also compared the applicability of two theories of role conflict resolution. A cohort of students completed three questionnaires during the semester--one before the first class meeting, the second at midsemester, the third at the end. Other methods included personal interviews with teachers and students, and participant observation of classroom behavior. Background characteristics were compared, followed by an analysis of consensus on certain values, attitudes, and expectations. Changes in student goals, expectations, satisfactions, and reasons for attending were traced. Finally, changes in work expectations were examined. Teachers and students both held a positive image of students, and had similar expectations toward educational goals and objectives, as well as toward broad institutional positions in the adult education field. By midsemester, the teachers had not changed their initial work requirements; and few had altered their teaching style. There was still much role discrepancy between student expectations and what they view their teachers as expecting. Findings indicated that persons may conform to either of two incompatible expectations within the same system; and gave evidence of compromise behavior by some students. (LY)